Assessing the effect of Reflective instructional strategy on students’ achievement in senior secondary 2 Government in Umuahia North L.G.A of Abia State

This study assessed the effect of Reflective instructional strategy on senior secondary school 2 academic achievement in Government in Umuahia North L.G.A of Abia State. The study adopted a quasi-experimental control design, specifically the pre-test post-test non-equivalent control group design. Two research questions were posed, and one hypothesis formulated to guide the study which was carried out in a Government co-education school in Umuahia North Council Area in Umuahia Education Zone of Abia State. Eighty-two (82) SSS two students were used for the study. The study is a quasi- experimental study which employed pretest posttest control design and a 2×1 factorial design. Instrument used for data collection was Government Achievement Test (GAT) developed by the researchers. GAT was validated by three experts and the reliability coefficient using Kuder Richardson (KR-20) was found to be 0.80. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) statistics was used to test the hypothesis at o.o5 significance level. The result revealed that method was a significant factor on students’ achievement in Government. Thus, it was confirmed that students taught Government using reflective instructional strategy performed better than those taught using lecture method. The result also revealed that gender was not a factor in the achievement of students in Government. It was recommended among other things that efforts should be made by curriculum experts to incorporate reflective instructional strategy into the teaching of Government.

Keywords: Reflective learning instructional strategy, Government, Academic achievement